- Oct 2022
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Local file Local file
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The most important thing about research is to know when to stop.How does one recognize the moment? When I was eighteen orthereabouts, my mother told me that when out with a young man Ishould always leave a half-hour before I wanted to. Although I wasnot sure how this might be accomplished, I recognized the advice assound, and exactly the same rule applies to research. One must stopbefore one has finished; otherwise, one will never stop and neverfinish.
Barbara Tuchman analogized stopping one's research to going out on a date: one should leave off a half-hour before you really want to.
Liink to: This sounds suspiciously like advice about when to start writing, but slightly in reverse: https://hypothes.is/a/WeoX9DUOEe2-HxsJf2P8vw
One might also liken these processes to the idea of divergence and convergence as described by Tiago Forte and others.
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archive.org archive.org
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Goutor recommended the use of bibliographic cards not only for their standard uses as sourcing, information, and footnotes, but for creating potential scopes of work and research for planning purposes, especially in planning out one's reading and note taking using various archives and resources to make more effective and productive use of one's time. (p13) This can be potentially very useful for visiting archives and sources for which one does not have easy or frequent access.
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- Sep 2022
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twitter.com twitter.comTwitter1
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@BenjaminVanDyneReplying to @ChrisAldrichI wish I had a good answer! The book I use when I teach is Joseph Harris’s “rewriting” which is technically a writing book but teaches well as a book about how to read in a writerly way.
Thanks for this! I like the framing and general concept of the book.
It seems like its a good follow on to Dan Allosso's OER text How to Make Notes and Write https://minnstate.pressbooks.pub/write/ or Sönke Ahrens' How to Take Smart Notes https://amzn.to/3DwJVMz which includes some useful psychology and mental health perspective.
Other similar examples are Umberto Eco's How to Write a Thesis (MIT, 2015) or Gerald Weinberg's The Fieldstone Method https://amzn.to/3DCf6GA These may be some of what we're all missing.
I'm reminded of Mark Robertson's (@calhistorian) discussion of modeling his note taking practice and output in his classroom using Roam Research. https://hyp.is/QuB5NDa0Ee28hUP7ExvFuw/thatsthenorm.com/mark-robertson-history-socratic-dialogue/ Perhaps we need more of this?
Early examples of this sort of note taking can also be seen in the religious studies space with Melanchthon's handbook on commonplaces or Jonathan Edwards' Miscellanies, though missing are the process from notes to writings. https://www.logos.com/grow/jonathan-edwards-organizational-genius/
Other examples of these practices in the wild include @andy_matuschak's https://www.youtube.com/watch?v=DGcs4tyey18 and TheNonPoet's https://www.youtube.com/watch?v=_sdp0jo2Fe4 Though it may be better for students to see this in areas in which they're interested.
Hypothes.is as a potential means of modeling and allowing students to directly "see" this sort of work as it progresses using public/semi-public annotations may be helpful. Then one can separately model re-arranging them and writing a paper. https://web.hypothes.is/
Reply to: https://twitter.com/BenjaminVanDyne/status/1571171086171095042
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- Aug 2022
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danallosso.substack.com danallosso.substack.com
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https://danallosso.substack.com/p/announcing-how-to-make-notes-and
Congratulations @danallosso!
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- Jun 2022
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www.maggiedelano.com www.maggiedelano.com
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A recent book that advocates for this idea is Range: Why Generalists Triumph in a Specialized world by David Epstein. Consider reading Cal Newport’s So Good They Can’t Ignore You along side it: So Good They Can’t Ignore You focuses on building up “career capital,” which is important for everyone but especially people with a lot of different interests.1 People interested in interdisciplinary work (including students graduating from liberal arts or other general programs) might seem “behind” at first, but with time to develop career capital these graduates can outpace their more specialist peers.
Similar to the way that bi-lingual/dual immersion language students may temporarily fall behind their peers in 3rd and 4th grade, but rocket ahead later in high school, those interested in interdisciplinary work may seem to lag, but later outpace their lesser specializing peers.
What is the underlying mechanism for providing the acceleration boosts in these models? Are they really the same or is this effect just a coincidence?
Is there something about the dual stock and double experience or even diversity of thought that provides the acceleration? Is there anything in the pedagogy or productivity research space to explain it?
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- May 2021
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www.bmj.com www.bmj.com
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Iacobucci, G. (2021). Covid-19: Single vaccine dose is 33% effective against variant from India, data show. BMJ, n1346. https://doi.org/10.1136/bmj.n1346
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- Jul 2020
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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O’Connor, D. B., Aggleton, J. P., Chakrabarti, B., Cooper, C. L., Creswell, C., Dunsmuir, S., Fiske, S. T., Gathercole, S., Gough, B., Ireland, J. L., Jones, M. V., Jowett, A., Kagan, C., Karanika‐Murray, M., Kaye, L. K., Kumari, V., Lewandowsky, S., Lightman, S., Malpass, D., … Armitage, C. J. (n.d.). Research priorities for the COVID-19 pandemic and beyond: A call to action for psychological science. British Journal of Psychology, n/a(n/a), e12468. https://doi.org/10.1111/bjop.12468
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www.ox.ac.uk www.ox.ac.uk
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Oxford leads development of risk prediction model for more tailored COVID-19 shielding advice | University of Oxford. (n.d.). Retrieved 23 June 2020, from http://www.ox.ac.uk/news/2020-06-22-oxford-leads-development-risk-prediction-model-more-tailored-covid-19-shielding
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gss.civilservice.gov.uk gss.civilservice.gov.uk
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An analyst’s job is never done – GSS. (n.d.). Retrieved July 3, 2020, from https://gss.civilservice.gov.uk/blog/an-analysts-job-is-never-done/
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- Jun 2020
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www.sciencemag.org www.sciencemag.org
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CornwallApr. 16, W., 2020, & Am, 10:50. (2020, April 16). Crushing coronavirus means ‘breaking the habits of a lifetime.’ Behavior scientists have some tips. Science | AAAS. https://www.sciencemag.org/news/2020/04/crushing-coronavirus-means-breaking-habits-lifetime-behavior-scientists-have-some-tips
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www.reddit.com www.reddit.com
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BehSciMeta repost. (2020, May 22). "Great piece by James Heathers on how preprints have turned into publicity vehicles and researchers are being irresponsible in not responding to criticism" Reddit. https://www.reddit.com/r/BehSciMeta/comments/go6lik/great_piece_by_james_heathers_on_how_preprints/
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www.ingsa.org www.ingsa.org
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Global Science Advice. VIDEO: Making Sense of Science for Policy. Retrieved June 10, 2020, from https://www.ingsa.org/ingsa-news/video-making-sense-of-science-for-policy/
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- May 2020
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www.nytimes.com www.nytimes.com
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Parker-Pope, T. (2020 April 09). The science of helping out. The New York Times. https://www.nytimes.com/2020/04/09/well/mind/coronavirus-resilience-psychology-anxiety-stress-volunteering.html
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- Jun 2015
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www.mattblodgett.com www.mattblodgett.com
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Science says we're full of it. Listening to music hurts our ability to recall other stimuli, and any pop song -- loud or soft -- reduces overall performance for both extraverts and introverts. A Taiwanese study linked music with lyrics to lower scores on concentration tests for college students, and other research have shown music with words scrambles our brains' verbal-processing skills. "As silence had the best overall performance it would still be advisable that people work in silence," one report dryly concluded. If headphones are so bad for productivity, why do so many people at work have headphones? That brings us to a psychological answer: There is evidence that music relaxes our muscles, improves our mood, and can even moderately reduce blood pressure, heart rate, and anxiety. What music steals in acute concentration, it returns to us in the form of good vibes.
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